Taylor Hybrid Academy launches Jan. 12; applications accepted now

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Virtual learning is a mixed bag. Since the 2020 pandemic, high schools and colleges have experimented and implemented virtual educational opportunities. Some work well. Some struggle. But the problem may not be the online aspect.

Taylor Schools has experienced the same challenges brought about by the virtual model, and it is trying something different. The Taylor Hybrid Academy launches on Jan. 12, 2026, and it will offer in-person classes along with a virtual schedule of classes unlike anything offered in the area.

“It’s a little bit different than virtual schools,” said Taylor High School Principal Brandon Gleason. “With virtual school, you get a laptop and you’re on your own at home. In 2023, we had virtual school here, but it wasn’t working. The No. 1 one thing was student accountability.

“If a kid is at home and the parent or guardian is gone, we’re putting a lot of expectation on the student to get up, stay focused, stay motivated, all of these things. That wasn’t working.”

Gleason worked with assistant principal Brian Moon, middle school principal Heather Hord, and assistant middle school principal Matt Brankle to come up with a better solution. What they determined was the educational experience needed to be more flexible for some students.

“The needs of our kids are different than what they were a week ago, a year ago, three years ago, four years ago,” said Gleason. “The landscape of education is ever-changing, and 2020 showed us people can learn online given the right parameters. They can be successful, given the right boundaries.”

The hybrid academy, then, is a redrawing of those parameters. The core classes needed by students in grades seven through 12 for graduation still feature live instruction. Language arts and math remain in the traditional structure. Everything else can be customized to fit the students’ needs.

“I believe in live instruction,” said Gleason. “It gets us ready for I-LEARN, gets us ready for the SAT, and all of that.”

The remainder of the educational day for hybrid students is online, using a platform called Edmentum. Students can progress through classes at their own pace. It also allows them to take classes that wouldn’t normally fit into their schedule or wouldn’t be offered due to a lack of teacher or student interest.

“They have a licensed virtual instructor certified to teach them,” said Gleason. “They ‘Zoom’ in every day at the same time. And if they need some help, they can hit a button to go into a breakout room to get live help from another certified teacher. They might have to wait five minutes, but that’s probably no different than a classroom.”

It sounds like a system that could work except for the problem of distance. Since the core classes have to be taught in a live classroom, travel to school for this part of the instruction day seems impractical for a homebound student. And that separation proves difficult when it comes to other school activities and socialization. Is the virtual student actually a member of the student body?

The solution is the virtual academy actually takes place at Taylor. The students attend physically, but the virtual component takes place in a dedicated classroom where they can pursue their studies at a different, fluid pace.

“Everybody talks about being part of a community,” said Gleason. “You could be a virtual student, but you’re separate from us? Some schools don’t let kids attend dances or homecoming or prom unless they’re invited by somebody at that school.

“To me, if you represent that Titan dagger and that Titan nation, you’re all in. We’re offering the hybrid academy on Taylor’s campus. They follow the same school schedule, calendar, and start day.”

The hybrid students receive all of the same benefits enjoyed by traditional students, including access to free breakfast and lunch. The classrooms are monitored to ensure education stays on pace. The technology is secure and reliable. And they are in the same building as their peers.

“You just feel connected,” said Gleason. “That sense of being connected, like you’re on campus, you can see people at lunch. Just because you’re learning in a different environment, “virtually,” doesn’t mean you’re disconnected.

“You have all the services that Taylor offers you, because you’re part of our family. That’s huge. So, if you need help with something, we’re right here. We have our counseling services. You have access to your principals.”

The hybrid students also have access to extracurricular activities. They can join sports teams and various clubs. They are eligible for the same academic awards and societies. They can participate in field trips. They can take art, music, and advanced physical education classes, albeit in a traditional class setting built into the students’ schedules.

“And all of this helps with the new graduation pathways,” said Gleason. “You are still on track to graduate with a tailored diploma, because we’re encompassing every resource we have. You’re considered a hybrid academy student, but you’re still here on campus. You’re never out of our reach.”

So, who are the students attracted to the hybrid academy? Who does the school see taking advantage of an asynchronous schedule? The reasons for a student joining the hybrid academy vary greatly, Gleason believes.

“Let’s face it, there are lots of kids who need different environments for whatever reason,” said Gleason. “It could be something family-oriented they have to take care of, or a medical reason, or they learn better this way, or social pressuring, or bully situations.

“I hear all of that, and we’re here for you. We’ll figure things out along the way a little bit, but our team is trying everything to make sure every child succeeds. My No. 1 goal is for my assistant principal to read your name at graduation and me to shake your hand. That is my driving force. Our mission here at Taylor is ‘Students First, prepare, empower, celebrate.’”

How can Gleason be so optimistic this educational model will work? Because it already does. Taylor has partnerships with Indiana University’s high school program, which offers college credit courses to high school students. Taylor students take these classes on campus or at home.

As proof, Gleason offered that the 2025 class salutatorian graduated with 54 college credits through this hybrid model with IU.

“If it’s good enough for a top-ranking university, we can make it work at Taylor,” said Gleason.

Gleason believes the structure provided by on-site virtual learning provides a consistent routine and accountability. Since there is staff assigned to check in on the students, there should be fewer missing assignments. Because the school practices Internet safety, filters prevent students from straying off the educational path.

In order to qualify for the hybrid academy, students must have the credits appropriate for their schooling year. Discipline and attendance records are reviewed. And the student must show educational progression each week.

“I don’t want people thinking this is going to be easier than in person,” said Gleason. “No, I’ve set high expectations. It’s not going to be a walk in the park.”

“A kid goes through a lot more than when you and I were kids,” said Gleason. “They go through different life stuff. And we didn’t have a cell phone to distract us. The world is ever-changing.

“If virtual, hybrid instruction is working at the next level, we should be able to figure it out at a high school and middle school level. We’re going to give it a go.

Taylor Hybrid Academy was approved by the school board earlier this month, and it officially opens to students on Jan. 12, 2026. Gleason’s goal is to have 15 students in class at launch. His goal for the 2026-27 school year is 35 students.

To enroll in the hybrid academy, there is an application process available at www.taylor.k12.in.us. Students are eligible to apply and attend regardless of physical residence. Part of the application process is describing why the student seeks to attend the academy, and school administrators will meet with the student and their parent or guardian for an interview, especially with those transferring from another school.

“We’ll sit down with every out-of-district kid that’s trying to apply and have a meeting, because there’s a reason you’re leaving,” said Gleason. “I want to know your story. The more I know, the better I can help shape your educational future. That’s all we’re trying to do, to get every kid to succeed.”